UNIVERSITY OF TEXAS EL PASO College of Education- Department of Teacher Education Title of Course: Assessment & Teaching of Literacy SEC RED 4341 CRN: 27551 Class hours: 3 Semester: Instructor Information: Name: Aurora V. Dominguez Email: [email protected]Office hours: After class or by appointment Day/Time: Saturdays 9:00-11:50 AM EDUC/308 Credits: 3 Course Description: Assessment in the Teaching of Literacy (3-0-2) Standardized and informal materials and techniques for diagnosing strengths and weaknesses of individuals and groups, techniques and materials for building foundational concepts, principles, and best practices related to teaching the interconnected nature of listening, speaking, reading, writing and thinking. Identification and understanding of decoding related reading difficulties (dyslexia & dysgraphia) and reading strategies for dealing with identified decoding & spelling delays and other reading disorders. Restricted to minor: ALTC. Prerequisites: ECED 3335, or BED 3345, or RED 3335, or RED 3340, each with a grade of "C" or better, admission to Teacher Education and department approval. Field experience required. Course objectives: This course provides an overview of assessment of and for literacy learning, with an emphasis on identifying and correcting reading and writing delays in order to prevent literacy difficulties. Participants will learn the theory and practice of an integrated and recursive model of literacy and assess, plan & manage literacy tasks for students at emergent, beginning, transitional, 1
Transcript
UNIVERSITY OF TEXAS EL PASOCollege of Education- Department of Teacher Education
Title of Course: Assessment & Teaching of Literacy
SEC RED 4341 CRN: 27551
Class hours: 3
Semester: Instructor Information:Name: Aurora V. DominguezEmail: [email protected] hours: After class or by appointment
Course Description: Assessment in the Teaching of Literacy (3-0-2) Standardized and informal materials and techniques for diagnosing strengths and weaknesses of individuals and groups, techniques and materials for building foundational concepts, principles, and best practices related to teaching the interconnected nature of listening, speaking, reading, writing and thinking. Identification and understanding of decoding related reading difficulties (dyslexia & dysgraphia) and reading strategies for dealing with identified decoding & spelling delays and other reading disorders. Restricted to minor: ALTC. Prerequisites: ECED 3335, or BED 3345, or RED 3335, or RED 3340, each with a grade of "C" or better, admission to Teacher Education and department approval. Field experience required.
Course objectives: This course provides an overview of assessment of and for literacy learning, with an emphasis on identifying and correcting reading and writing delays in order to prevent literacy difficulties. Participants will learn the theory and practice of an integrated and recursive model of literacy and assess, plan & manage literacy tasks for students at emergent, beginning, transitional, intermediate, and advanced stages of literacy development. The course will provide numerous opportunities to connect literacy theories with the State Board of Education Certification (SBEC) standards, Texas Prekindergarten Guidelines and the elementary Texas Essential Knowledge and Skills for English Language Arts & Reading (ELAR TEKS). You will demonstrate knowledge and understanding of formal and informal literacy assessments and analyze students’ results on literacy assessments to plan systematic, sequential, explicit and strategic standards based (TEKS) instruction. This core course incorporates the science of teaching reading as well as the State
Board for Educator Certification (SBEC) standards and Professional Responsibilities (PPR) EC-12 competencies:
Understands basic concepts and principles of assessment and plans instruction and ongoing assessments that motivate students and are responsive to their developmental characteristics and needs (SBEC, Standard 10; PPR I, Competency 1).
Understands the characteristics of students at various literacy stages and designs literacy assessments & experiences that are responsive to differences among students learning to read and reading to learn (SBEC, Standard 4; PPR I, Competency 2).
Demonstrates knowledge of the types, purpose, and characteristics of varied literacy assessments and how to use assessment data to design differentiated and effective tiered literacy instruction (PPR I, Competency 3).
Manages group and individual literacy assessments in order to select texts, plan and deliver differentiated literacy instruction and flexible grouping (PPR I, Competency 4).
Applies principles and strategies of standards-based literacy instruction and make instructional decisions to support students’ literacy development, engagement, and motivation using varied instructional technologies (SBEC, Standard 11; PPR I, III; Technology Applications I-V, Competency 7).
Monitors student performance and achievement using decoding and comprehension literacy assessments; provides students with timely, high quality intervention; and responds flexibly to address a student’s identified need (PPR I, III; Technology Applications I-V, Competency 10)
Required Textbooks (both textbooks are required for successful completion of this course): Cockrum, W.A., and Shanker, J.L. (2012). Locating and correcting reading difficulties,Tenth edition. Boston, MA: Pearson Education, Inc., ISBN: 10:0-13-292910-4. [This book can be purchased at the university bookstore or online at venues such as Amazon.com, half.com, or Barnes and Noble.]
Beck, I. L., and Beck, M.E. (2013). Making sense of phonics, second edition: The hows and whys. New York, NY: The Guilford Press, ISBN-13 978-1462511990. [This book can be purchased at the university bookstore or online at venues such as Amazon.com, half.com, or Barnes and Noble.]
Additional course readings are provided on our Bb course site.
Copyright:Our online course site is copyrighted and is the property of UTEP and ECED faculty. Content from the course site, in part or whole, may not be shared or distributed without direct written permission. For questions or issues related
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to this, please contact the Teacher Education Department at [email protected].
UTEP Learning Resources:(UTEP provides a variety of student services and support, including the resources below.)
UTEP Library: You can access to a wide range of resources including online, full-text access to thousands of journals and eBooks plus reference service and librarian assistance for enrolled students.
The University Writing Center (UWC): Virtually everyone needs help with writing academic English. There’s no shame in it. The UWC [Library Building, Rm.227; phone: 915.747.5112] provides online consultations to all UTEP students at no cost. They also have walk-in services, if you are local. It is a terrific resource. If I suggest you attend the Writing Center, it’s because I think you will benefit from it. It’s not a punishment – it’s intended to help you. Check the website for more information: http://uwc.utep.edu
Student Learning Outcomes:
COURSE SPECIFIC STANDARDSStudents will be able to:
Measurements (means of assessment for student learning outcomes listed in first column):
1. Understand literacy development as a complex process; taking diverse student populations through different paths to common grounds. (SBEC Language Arts & Reading EC-6, Standard 4; TEKS ELAR, K-5 , Developing & Sustaining Foundational Language Skills: Listening, Speaking, Reading, Writing & Thinking- Beginning Reading & Writing).
Defining Literacy Reflection
Science of Teaching Reading Reflection
Literacy Case Study Report
Midterm Exam Quizzes
2. Understand oral language foundational stages, concepts, principles & best practices for reading development, second-language acquisition and speech/language delays (SBEC Language Arts & Reading EC-6, Standard 1; TEKS ELAR, K-5 Developing & Sustaining Foundational Language Skills: Listening, Speaking, Discussion, & Thinking—Oral Language).
Funds of Knowledge survey and discussions
Science of Teaching Reading Reflection
Literacy Case Study Report
Midterm Exam Quizzes
3. Implement & interpret a variety of oral language assessments and how to use assessment data to investigate and develop
Literacy Data Analysis, & Differentiated Lesson Plans
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instructional opportunities; differentiated instruction and flexible grouping to support students’ literacy (SBEC Language Arts & Reading EC-6, Standard 1 & 4; TEKS ELAR, K-5 Developing & Sustaining Foundational Language Skills: Listening, Speaking, Discussion, & Thinking—Oral Language; Reading, Writing & Thinking – Beginning Reading & Writing).
Science of Teaching Reading Reflection
Literacy Diagnostic Kit Literacy Case Study
Report Midterm Exam Quizzes
4. Select, administer, and analyze literacy assessments for each of the literacy components (phonological awareness, phonics & structural analysis, vocabulary, fluency, comprehension, and writing) to assemble research-based recommendations and TEKS based goals for individual student’s literacy development into a synthesized literacy case study report. (SBEC Language Arts & Reading EC-6, Standard 1-4, 7 & 10; Figure 19; TEKS ELAR, K-5Developing & Sustaining Foundational Language Skills: Listening, Speaking, Reading, Writing & Thinking—Phonological Awareness, Print Awareness & Spelling Knowledge, Phonetic Knowledge, Spelling Knowledge, Vocabulary & Comprehension, Fluency, Comprehension Skills, Response Skills, and Writing Process, Composition, Inquiry & Research).
Literacy Diagnostic Kit Literacy Case Study
Report Science of Teaching
Reading Reflection Midterm Exam Quizzes
5. Understand and apply concepts and principles related to assessment and critical thinking about literary texts & informational texts and demonstrate how to use literary picture fiction and nonfiction books aligned with the TEKS to teach literary elements and genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical and diverse texts (SBEC Language Arts & Reading EC-6, Standard 7; TEKS ELAR, K-5 Multiple Genres--Literary Elements; Multiple Genres-- Genres & Author’s Purpose Craft).
Literacy Data Analysis & Differentiated Lesson Plans
The Science of Teaching Reading Reflection Paper
Literacy Case Study Report
Midterm Exam Quizzes
Evaluation & Coursework Requirements of Students: Literacy Assessment Data Analysis & Lesson Plan Response (20 points—10 points each) (1) Alphabet Principle Assessment Data Analysis & Lesson Plan
Response (10 points) This is a two-part assignment that requires you to
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interpret and analyze a 1st grade class composite of students’ phonemic awareness and phonics test results. I will provide the class composite data for you to analyze for this assignment. Part two is a differentiated small group (4-6 students) alphabet principle lesson plan response based on the results of the assessment data. Part 1: Assessment Data Analysis: use the provided classroom composite form and analyze the alphabet, phoneme awareness, & phonics skills for the whole class. Analyze a class students’ ability to:
identify initial & ending phonemes & alphabet letters in CVC & CVVC/CVCe spoken words (phonological awareness);
identify middle vowel phoneme & alphabet letter in CVC & CVVC/CVCe spoken words.
CVC, CVVC & CVCe words (phonological awareness); blend phonemes in CVC & CVVC/CVCe spoken words to form
pronounceable words (phonological awareness); segment & count phonemes in CVC & CVVC/CVCe spoken words to form
pronounceable words (phonological awareness); ability to rapidly identify high frequency sight words. decode the short vowel sound in written CVC words. decode the long vowel sound in written CVVC & CVCe words.
Part 2 Lesson Plan Response: Group the students together according to their achievement test results and write a differentiated lesson plan for an identified homogeneous group (4-5) of students. Use one alphabet principle teaching strategy from pages 53-69 in the Making Sense of Phonics textbook for the lesson. Clearly describe the sequence focus and the corresponding procedures for steps 1 through 4 or 5 to teach the letter-sound correspondence. Clearly describe the formative assessment that will use to determine students’ mastery of the lesson TEKS. Points will be deducted for late submission of the assignments. A rubric for the Alphabet Principle Analysis & Lesson Plan can be found in the appendix.
(2)Word Study, Fluency, & Comprehension Assessment Data Analysis & Lesson Plan Response (10 points) This is a two-part assignment that requires you to interpret and analyze a 4th grade class composite of students’ word accuracy, fluency, morphemic analysis and comprehension test results. I will provide the class composite data for you to analyze for this assignment. Part two is a differentiated small group (5-6 students) word study, fluency & comprehension lesson plan response based on the results of the assessment data. Part 1: use the classroom composite form of students’ results on an Informal Reading Inventory (IRI) to determine the number of words read per minute (WPM/fluency); syllabication & morphemic analysis skills and comprehension skills. Analyze students:
oral reading word accuracy (independent, instructional & frustration) and comprehension on a grade level reading passage.
automaticity and reading rate (WPM) in comparison to oral reading fluency grade level norms or benchmarks;
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knowledge of syllabication of multisyllabic words with V/CV open syllables;
knowledge of syllabication of multisyllabic words with VC/CV closed syllables.
Knowledge of syllabication of words with final e (VCe) patterns; knowledge of literal, inferential, & evaluative comprehension skills.
Part 2 Lesson Plan Response: Group the students together according to their achievement test results and write a differentiated lesson plan for an identified homogeneous group (4-5) of students. Plan the lesson objective, and the phonics/spelling, fluency, & author’s purpose & craft TEKS. Follow the procedures for the Syllasearch activity on pages 112-121 in the Making Sense of Phonics textbook. Clearly list the title, author, and chapter of the book for the lesson focus and list 8 multisyllabic open or closed syllable words from the book/first chapter. Provide a clear description of procedures to teach word study/syllabication, fluency, & comprehension with the following:
Word study activity (10-12 minutes) procedures to teach the syllasearch activity using 8-10 multisyllabic words from the literary text;
Fluency activity (8-10 minutes) procedures describing how students in the group will practice repeated oral reading of the literary text using choral reading, phased-cued reading, or echo reading;
Comprehension activity (12-15 minutes) clear description of one literal, three inferential & two evaluative comprehension questions about the literary text that requires students to use their background knowledge & understanding of text structure, vocabulary & literary devices to comprehend the author’s purpose & craft.
Points will be deducted for late submission of the assignment. A rubric for the Word Study, Fluency, & Comprehension Assessment Data Analysis & Lesson Plan Response can be found in the appendix.
The Science of Teaching Reading Reflection Paper (10 points) As part of this course, you will have the opportunity to reflect on the pedagogy, foundational skills, comprehension development, and assessment analysis & instructional response related to the science of teaching reading. Review the ELAR TEKS and the Texas Prekindergarten Guidelines and think about an integrated and recursive model of literacy and the characteristics of students at the emergent, beginning, transitional, intermediate and advanced literacy stages of reading development. To develop your reflection paper, review the key principles of reading pedagogy and how teachers use literacy assessment results to plan and manage standards-based (TEKS), systematic and explicit reading instruction for students learning to read and reading to learn as well as how teachers meet the needs of struggling readers to prevent reading difficulties. Describe how teachers explicitly and systematically implement the foundational reading skills: oral language development; phonological & phonemic awareness; the alphabet principle & print awareness; phonics & word identification skills; morphemic awareness & syllabication. Explain how teachers motivate readers and use increasing
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complex texts and research-based strategies and best practices to promote students’ vocabulary knowledge, reading fluency, metacognitive comprehension strategies; and reading comprehension of literary & informational texts. Finally, depict the four types of struggling readers and how teachers analyze assessment data and plan effective tier 2 differentiated instruction and tier 3 intensive intervention to address students’ phonological & phonemic awareness, phonics skills & morphemic awareness, reading fluency, vocabulary and comprehension knowledge. The science of teaching reading reflection paper should be 4-5 pages, double-spaced in length, and follow APA format. Use the following link as your resource: http://owl.english.purdue.edu/owl/resource/560/01/. A rubric for your science of teaching reading reflection paper can be found in the appendix.
Diagnostic Literacy Kit (5 points). In order to organize a variety of informal literacy assessments for use with the literacy case study report, you will create a literacy diagnostic kit. Each student will create their own literacy diagnostic kit. Using copies of assessments from the Cockrum & Shanker textbook, the Elementary Spelling Inventory (ESI) Feature Guide, and literacy assessments distributed in class, you will organize literacy assessments according to the following categories: Phonemic Awareness & Letter Knowledge; Elementary Spelling Inventory; Assessing Decoding Skills—Phonics & Structural Analysis; Assessing Fluency & Comprehension Knowledge—Sight Vocabulary Assessments, Grade-level Oral Reading Passages, & Estimate of Reading Comprehension; Reading Motivation Survey; and Literature Quick Write. Please make the one-sided copies of pages from the Cockrum & Shanker textbook BEFORE class. You will not have time to make copies on the day of class. A rubric for the literacy diagnostic kit can be found in the appendix.
Comprehension Strategy for Informational Text (Read Aloud) Lesson Demonstrations (10 points). In order to apply an understanding of how to teach comprehension strategies for informational texts, you will work with a partner or alone (only) to demonstrate a reading comprehension procedure to increase students’ use of background knowledge to comprehend an informational picture book. Select an appropriate informational picture book and one of the following comprehension strategies for teaching informational text from pages 378-399 in Reutzel and Cooter text: Building Students’ Background Knowledge & Engagement
The Picture Walk (pp.380-381) Building Students’ Ability to Recognize Organizational Patterns or Text Structures Graphic Organizers: Visual Representation of Informational Text Structure
(pp. 386-387) Determining An Author’s Central Idea & How Important Ideas Fit Together Close Reading of Informational Texts (pp. 387-390)
Teaching Types of Questions & Informational Sources Available to Answer the Question Question-Answer Relationships (QAR): Answering Questions about Text
(pp. 393-394) Question Generation (pp.394-396)Using the Text Structure to Retell the Main Idea & Details. Informational Text Oral Readings (pp. 397-398)On the day of presentations, both students will act as the teacher and share the teaching role; you will select 4-5 volunteers from the class to act as your students for a 10-minute comprehension strategy with informational picture book lesson demonstration. Points will be deducted for the lesson demonstrations exceeding 15 minutes. Teacher demonstration of the comprehension teaching strategy by both students (5 minutes): Introduce the title & author of the informational text.
BEFORE Teacher Read Aloud: Preview the text illustrations & vocabulary. Ask students what they notice about the pictures/words and set a purpose for reading the informational book.
DURING Teacher Read Aloud: Read the text aloud to the students and stop intermittently to conduct a “think aloud” about the text structure and key vocabulary. A presenter will conduct a think aloud.
AFTER Reading: A presenters will model how to complete the comprehension activity as students watch the demonstration.
AFTER Reading Student Practice (5 minutes): students re-read the informational text to complete the comprehension strategy. Follow the comprehension strategy procedures (Reutzel & Cooter) to build students’ background knowledge; foster social interactions; build vocabulary; understand text structure; generate questions & answer; or use of multiple comprehension strategies.Handout/Preparation (one page) with the following information:
1. Title of comprehension strategy & grade level;2. Title & author of informational text;3. Multiple Genres: Genres (D) Recognize characteristics & structures of
Informational Texts TEKS standard;4. A short explanation of the purpose of the comprehension strategy
lesson.5. Description of the steps for teaching the comprehension strategy
before, during, and after reading; 6. Formative assessment of comprehension strategy
A rubric for the Comprehension Strategy for Informational Text (Read Aloud) Lesson Demonstrations can be found in the appendixLiteracy Case Study Report (15 point; 20 points total including 1st draft & peer review) As part of this course, you and a partner will have the opportunity to compile a case study report that interprets & summarizes a variety of literacy assessments. Select a struggling learner in grades one to five and administer a variety of reading & writing assessments throughout the course. Partners (groups of two are encouraged) will analyze the results
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of literacy assessments, plan instruction, and develop literacy goals to improve the student’s reading and writing competence. Upon completing the literacy diagnostic kit, begin administering the literacy tests, and then describe & interpret the results of each assessment. You will administer the following literacy assessments:
Phonemic Awareness Assessments (if PA problems) Decoding Tests: Phonics and/or Structural Analysis Assessments Elementary Spelling Inventory Sight Vocabulary Assessment Fluency Assessment of Oral Reading (Grade Level Passages)—video or
tape record. Estimate of Reading Comprehension Level Reading Motivation Survey Literature Quick-Write
The case study report should include: a) Background Information : a description of your diagnostic subject (the
student).b) Assessments Administered: a description of each assessment
administered the student’s scores.c) Interpretation: an analysis of the results of each test administered and
the scores are interpreted. d) Summary: a clear summary of the grade level of the student’s oral
reading accuracy rates i.e. independent, instructional, & frustration reading levels based on the results of the oral reading passages that were administered to your diagnostic subject.
e) Recommendations: a clear summary of 5-6 research-based instructional recommendations for phonetic blending; word building; reading fluency; reading comprehension & writing based on the student’s results on literacy assessments.
f) Goals for Future Instruction/Intervention: a clear description of 4 goals aligned with grade level TEKS standards for word study; reading fluency, reading comprehension; & writing future instruction/intervention.
g) Artifacts: the student’s spelling & writing samples and the examiner’s copy for each assessment administered as well as the spelling feature analysis sheet are scanned into one pdf document.
Your literacy case study report may be a PDF or Word document. In class, you will work in groups to review administered literacy assessments (artifacts) and revise your literacy case study reports for alignment of 5-6 research-based reading & writing recommendations for future instruction tied to assessment results as well as the 4 goals tied to grade-level TEKS for future instruction/intervention. You and your partner will submit your case study report and artifacts as one pdf file on Blackboard. A rubric for the literacy case study report can be found in the appendix.
Midterm Exam (10 points)– There will be one exam in this course, the mid-term. One key purpose of this exam is to help prepare you for the TExES
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Core Subjects and PPR certification exams that you are required to take before student teaching. The midterm exam will be comprehensive covering all required readings, class notes & assignments up to the midterm date. Questions will be multiple choice and short answer and will be similar to those found on the TExES/PPR exams.
Quizzes/Formative Assessments (20 Points—2 points each). In the course syllabus, each week’s course vocabulary and required readings are clearly outlined. Before each class, you are expected to read the required readings and maintain a digital Glossary of RED 4341 Terms. After reading the material, write the vocabulary word and definition which you will find in the course readings. Throughout the course, you are expected to maintain the glossary of RED 4341 terms; the required readings and glossary of RED 4341 terms will form the basis of quizzes/formative assessments. Quiz questions will be multiple choice and short answer and similar to those found on the TExES/PPR exams; you can use your glossary of terms when taking the quizzes, midterm, and final exams. All quizzes will be online and must be completed by Monday night at midnight.
Assignment Due Date Point value
Literacy Data Analysis & Differentiated Lesson Plans
Alphabet Principle Analysis & Lesson Plan (10 points)— 3/05/20
Word Study, Fluency & Comprehension Analysis & Lesson Plan (10 points)— 4/23/20
Standards of academic integrity: Students are expected to uphold the highest standards of academic integrity. Any form of scholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to: cheating, plagiarism, collusion [making plans to cheat with another], the submission for credit of any work or materials that are not attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students, may result in sanctions ranging from disciplinary probation, to failing grades on the work in question, to failing grades in the course, to suspension or dismissal among others.
Students with Disabilities statement: If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Center for Accommodations and Support Services (CASS) located in Union E Room 106. Students who have been designated as having a disability must reactivate their standing with CASS on a yearly basis. Failure to report to this office will place a student on the inactive list and nullify benefits received. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of CASS. You may call 919-747-5148 for general information about the Americans with Disabilities Act (ADA).
Student Conduct and Discipline: All students are expected and required to obey the law and to comply with Regent, Rules, and Regulations (http://www.utsystem.edu/bor/rules) with system and University rules, with directives issued by an administrative official in the course of his or her authorized duties and to observe the standards of conduct appropriate for the university.
Equal Opportunity: All students regardless of gender, age, class, race, religion, physical disability, sexual orientation, etc., shall have equal opportunity without harassment in this course. Any problems with or questions related to this can be discussed confidentially with your instructor [[email protected]] to set up a phone meeting].Attendance Policy
Your attendance and active participation are vital to this course. You are required to attend all classes. To actively participate in all online classes, read & review the weekly BlackBoard (BB) reading resources, and complete the weekly quiz by due date at midnight. Late work may be accepted at the discretion of the instructor.
Grading:A 90-100
pointsB 80-89
pointsC 70-79
pointsD 60-69
pointsF Below 59
points
Additional Resources: Websites National Reading Panel
Report--www.nationalreadingpanel.org/publications/summary.htm. TEKS ELA/R http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html "El Inventario de Lectura en Español de Tejas" (Tejas LEE)--
http://www.tejaslee.org/ STAAR--http://www.tea.state.tx.us/student.assessment/staar/ Response to Intervention (RtI)-- http://www.rti4success.org. The Science of Teaching Reading Blog (National Council on Teacher
Quality) https://www.nctq.org/blog/The-Science-of-Teaching-Reading Education Week—What Teachers Should Know about the Science of
BlackBoard Assignments Due: Complete Quiz #5 on BlackBoard by Monday,
3/02 at midnight. Alphabet Principle Data Analysis & Lesson
Plan Response (10 points) due on BlackBoard on 3/05/20 by midnight.
March 7
Week 7
Diagnostic Testing
& Struggling Readers
Readings (before class) CH. 7 Word Building in Beck & Beck, Making
Sense of Phonics, 2nd edition. Blevins, Meeting the Needs of Struggling
Readers (pdf on Bb) Lipson, Diagnosis: The Missing Ingredient in
RTI Assessment (pdf on Bb) Texas Prekindergarten Guidelines, Support for
ELLs and Children with Special Needs (pp.3-7). In-Class Assignment-Create Diagnostic Literacy Kit (5 points).Before class make ALL one-sided copies of the following assessments:
Single-sided copies of assessments from Cockrum & Shanker textbook—pages 11-19; 27-31; 117-131; 149-165; 256-261 & Appendix A p. 356.
A 3-ring binder; 40 Sheet covers (plastic sleeves); transparent tape & scissors; 5X8 index cards, 5 pieces of card stock & 7 dividers.
BlackBoard. Midterm exam opens at 8:00 am on 3/14/20 and closes at 11:30 pm on 3/14/20.
Response to Intervention (RtI) Readings & WebQuest
Fuchs, Fuchs, & Vaughn, What is intensive instruction and why is it important. Read & review the Response to Intervention (RtI) WebQuest at: https://iris.peabody.vanderbilt.edu/module/rti01/#content
Academic Vocabulary for Glossary of RED 4341 Terms:struggling readers; discrepancy vs. response-to-intervention (RtI) models; benefits of RtI; universal screening assessments; progress monitoring; tier one: class or school-wide interventions; tier 2 differentiated interventions; tier 3 intensive targeted interventions.
Extra Credit Assignment: After reading the Fuchs et al. article & watching the videos on the RTI WebQuest, read and submit the Response to Intervention (RtI) assignment on Blackboard for 5 points extra credit.
March 16 - 20
Spring Break
If you must do homework, do it early and then enjoy the rest of the week. Taking a break restores our mental and physical health!
March 28
Week 9
Syllabication (Word Study)Comprehensi
on &
Readings (before class) CH 10 Syllasearch in Beck & Beck, Making
Sense of Phonics, 2nd Edition CH 9 Improving Comprehension in Cockrum &
Academic Vocabulary for Glossary of RED 4341 Terms:Literary texts--folktales; fables; fairy tales; legends; myths; tall tales; nursery rhymes; poetry & drama; story elements; story map.Informational text structures—descriptive; comparison/contrast; cause/effect; sequential; chronological.Informational text features—subtitles, bold/italicized word, graphic features.
In-Class Assignment: Partners will select & work on a
comprehension strategy for an informational
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picture book.Assignments due:
Complete Quiz #7 on BlackBoard by Monday, 4/06 at midnight.
Bring an informational picture book to class today to practice for your lesson demonstration on 4/11/20.
Gainer, J., Valdez-Gainer, N., & Kinard, The elementary bubble project: Exploring critical media literacy in a fourth-grade classroom (pdf on BB)
Fountas & Pinnell, Exploring the writer’s terrain: Writer talks, writer’s notebooks and investigations (pdf on BB)
TEKS ELA & R, K-5th: Composition: Writing Process, Genres
TEKS ELA & R, K-5th: Reading & Writing: Media Literacy
TEKS ELA & R, K-5th: Inquiry & ResearchAcademic Vocabulary for Glossary of RED 4341 Terms:writing process; composition of text genres, literary texts—personal narratives & poetry; informational texts; argumentative texts/opinion essays; written correspondences; media literacy; inquiry & research. Assignment due:
Complete Quiz #10 on BlackBoard by Monday, 5/04 at midnight.
May 9Week
15
Revision of Literacy Case
Reports
Revision of Literacy Case Study Reports: Partners will bring their literacy assessments (artifacts) and first draft of case study report to class for peer review (5 points). You must bring all of your literacy assessment testing artifacts and the first draft which includes data assessment analysis and written response based on the student's literacy assessment results (2 points).
May 16
Week 16
Online Class
Assignment Due:Submit your Literacy Case Study Report (15 points; 20 points today including Revision of LCS reports) as one Word or PDF document including Test Examiner/Student Responses (Artifacts) to Bb on 5/16/20 at midnight.
1) Alphabet Principle Assessment Data Analysis & Lesson Plan Response (10 points)
Criteria Possible Points
Points Earned
Assessment Data Analysis: Clearly analyzes class composite of students’ alphabet knowledge, phoneme awareness, & phonics skills, including Identification of phonemes in words; Identification of alphabet letters & corresponding
sounds in the middle & end of words; Ability to segment & blend phonemes in CVC (short
vowel) and CVVC & CVCe (long vowel) words; Ability to decode vowel sounds in CVC (short vowel)
and CVVC & CVCe (long vowel) words; Ability to rapidly identify high frequency sight words. Clearly divides students into 2 intervention groups based on learning needs.
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Lesson Plan Response: A clear description of students’ names (4-5) for the small group alphabetic principle lesson. A clear description of the lesson objective, phonological & phonics TEKS, materials including list of words, & title of the lesson’s teaching strategy from Making Sense of Phonics (pp. 53-69) by Beck & Beck.
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Lesson Plan Response: A clear description of each focus of lesson sequence (1-4/5) and the corresponding procedure to teach the alphabetic principle for each of
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1-4/5 steps in the lesson. A clear description of a formative assessment.TOTAL 10points
2)Word Study, Fluency, & Comprehension Assessment Data Analysis & Lesson Plan Response (10 points)
Criteria Possible Points
Points Earned
Assessment Data Analysis: Clearly analyzes class composite of students’ results on an IRI to determine words read per minute (WPM), syllabication & morphemic analysis skills & comprehension, including Automaticity & reading rate (WPM) in comparison to
frustration) the grade level IRI narrative passage; Knowledge of common syllable types in English—
closed, silent e, open syllables & how to pronounce the individual syllables;
Knowledge of common syllable division patterns—VC/CV, V/CV and where to divide multisyllabic words into syllables;
Knowledge of literal, inferential & evaluative comprehension skills.
Clearly divides students into 2 intervention groups based on learning needs.
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Lesson Plan Response: A clear description of students’ names (4-5) for the small group lesson. A clear
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description of the lesson objective, fluency, phonetic, author’s purpose & craft TEKS; title & author of literary text; materials including list of multisyllabic words from the literary text, & title of the word study “syllasearch” activity from Making Sense of Phonics (pp. 112-121) by Beck & Beck.Lesson Plan Response: A clear description of procedures to teach word study, fluency, & comprehension with the following:-Word study activity (5-8 minutes) procedures to teach the syllasearch activity using 8-10 multisyllabic words from the literary text;-Fluency activity (10-12 minutes) procedures describing how students in the group will practice repeated oral reading of the literary text using choral reading, phased-cued reading, or echo reading;-Comprehension activity (12-15 minutes) clear description of one literal, three inferential & 2 evaluative comprehension questions about the literary text that requires students to use their background knowledge & understanding of text structure, vocabulary & literary devices to comprehend the author’s purpose & craft.
3
TOTAL 10 points
Grading Rubric: The Science of Teaching Reading Reflection Paper (10 points)
Criteria Possible points
Earned points
A clear focus & summary of the Texas Prekindergarten Guidelines and ELAR TEKS related to an integrated and recursive model of literacy and the characteristics of students at the emergent, beginning, transitional, intermediate & advanced stages of literacy.
2
Clearly outlines the key principles of reading pedagogy and how teachers use literacy assessment results to plan & manage standards-based (TEKS) systematic & explicit reading instruction for students learning to read and reading to learn as well as how teachers meet the needs of struggling readers to prevent reading difficulties.
2
A clear description of how teachers explicitly & 2
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systematically implement the foundational reading skills for: oral language development; phonological & phonemic awareness; the alphabet principle & print awareness; phonics & word identification skills; morphemic awareness & syllabication.A clear explanation of how teachers motivate readers and use increasingly complex texts & research-based strategies to promote students’ vocabulary knowledge, reading fluency, metacognitive comprehension strategies, & reading comprehension of literary & informational texts.
2
A clear depiction of the types of struggling readers and how teachers analyze assessment data and plan effective tier 2 differentiated instruction and tier 3 intensive intervention (RtI) to address students’ phonological & phonemic awareness, phonics skills & morphemic awareness, reading fluency, vocabulary and comprehension knowledge.
1
Clearly written 4-5 pages, double-spaced in length, follows APA format & free of significant errors.
Kit includes all phonics & structural analysis decoding in oral context assessments & subtests.
1
Kit includes sight vocabulary assessments, 1st-5th grades 1
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oral reading passages, & estimate of reading comprehension assessments.Kit includes reading motivation survey and literature quick write assessments.
1
Total5 points
Grading Rubric: Comprehension Strategy for Informational Text (Read Aloud) Lesson Demonstrations (10 points)
Criteria10-minute max comprehension strategy lesson demonstration for an informational text.
Possible Points
Points Earned
Teacher demonstration of the comprehension teaching strategy by both students (5 minutes): Introduce the title & author of the informational text.
BEFORE Teacher Read Aloud: Preview the text illustrations & vocabulary. Ask students what
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they notice about the pictures/words and set a purpose for reading the informational book.
DURING Teacher Read Aloud: Read the text aloud to the students and stop intermittently to conduct a “think aloud” about the text structure and key vocabulary. Each presenter will conduct a think aloud.
AFTER Reading: Presenters model how to complete the comprehension activity as students watch the demonstration.
AFTER Reading Student Practice (5 minutes): students re-read the informational text to complete the comprehension strategy. Follow the comprehension strategy procedures (Reutzel & Cooter) to build students’ background knowledge; foster social interactions; build vocabulary; understand text structure; generate questions & answer; or use of multiple comprehension strategies.
4
Handout/Preparation (one page) with the following information:
7. Title of comprehension strategy & grade level;8. Title & author of informational text;9. Multiple Genres: Genres (D) Recognize
characteristics & structures of Informational Texts TEKS standard;
10. A short explanation of the purpose of the comprehension strategy lesson.
11. Description of the steps for teaching the comprehension strategy before, during, and after reading;
12. Formative assessment of comprehension strategy
2
Total 10 points
Grading Rubric: Peer Feedback on Lesson Demonstrations (3 points)
Criteria Possible Points
Points Earn
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edProvided appropriate and meaningful feedback for each of the demonstrations. This may be demonstrated by citing specific features of the demonstration, the strategy, a ‘have you thought of’ type of question, how you would apply the strategy specifically or differently.
3
Total 3 points
Grading Rubric: Literacy Case Study Report (20 points)
Criteria Possible Points
Points Earned
First draft and artifacts of tests and student responses brought to class on the due date.
2
Diagnostic subject is adequately described. 1
All assessments administered are described with spelling feature analysis, raw scores/total scores, miscue analysis, fluency rate with words per minute & correct words per minute.
1
Clear analyses of results of each assessment are provided along with explanations of how the scores are interpreted.
1
Clear summary of the grade level of the student’s oral reading accuracy rate i.e. independent, instructional, & frustration reading levels based on analysis of miscues on the oral reading passages administered.
1
Clear description of the child’s literacy strengths & weaknesses based on the results of literacy assessments. A clear summary of 5-6 research-based instructional recommendations for phonetic blending; word building; reading fluency; reading comprehension & writing based on the student’s results on literacy assessments.
3
A clear description of 4 goals aligned with grade level TEKS standards for word study; reading fluency, reading comprehension; & writing future instruction/intervention.
2
Appropriate artifacts are included (e.g. accurate record sheets, student writing/spelling samples, spelling feature analysis, examiner’s copy of each test, reading attitude survey, & literature quick write).
4
Peer revision (in class): partners will present their results on administered literacy assessments (artifacts) and review/revise the 5-6 research-based instructional recommendations based on the literacy assessment results as well as the 4 goals tied to grade-level TEKS for
